The Impact of COVID-19 On Children
The Impact of COVID-19 On Children
The COVID-19 pandemic has had a significant impact on children, both physically and mentally. Physically, children are generally considered to be at low risk of severe illness from COVID-19, but they can still become infected and spread the virus to others. Additionally, children may experience disruption to their education and social lives, which can have negative impacts on their mental health and overall well-being.
According to a study by the World Health Organization, children with underlying health conditions such as asthma, obesity and diabetes are at higher risk for severe illness if infected with COVID-19.
Mental health concerns for children during the COVID-19 pandemic include anxiety, depression, and trauma related to the virus itself, as well as the disruptions to their daily lives. A study published in JAMA Pediatrics found that the overall prevalence of anxiety and depression symptoms increased significantly among children during the pandemic.
Additionally, the pandemic has had a significant impact on children’s education. Remote learning has been implemented in many schools, but this has not been without its challenges. A study published in the Journal of Child Neurology found that children with learning and attention disorders were particularly affected by remote learning, with many struggling to keep up with their schoolwork.
It is important to note that the pandemic is ongoing, and more research is needed to fully understand the long-term impacts of COVID-19 on children.
References:
World Health Organization. (2021). COVID-19 and children: what you need to know. Retrieved from https://www.who.int/publications/i/item/9789240005609
JAMA Pediatrics. (2020). Prevalence of anxiety and depression symptoms in children and adolescents during the COVID-19 pandemic. Retrieved from https://jamanetwork.com/journals/jamapediatrics/fullarticle/2768003
Journal of Child Neurology. (2021). Impact of the COVID-19 pandemic on children with learning and attention disorders. Retrieved from https://journals.sagepub.com/doi/full/10.1177/08830738211007876
